For decades, the achievement gap has remained a critical issue in education that educational leaders have attempted to address. Recent research studies have indicated that collective teacher efficacy is three times more effective in increasing student achievement than other factors. Research also suggests that strong instructional leadership supports collective teacher efficacy. Together, indicators suggest that collective teacher efficacy and strong instructional leadership can "overpower" other inhibiting factors that deter the closing of the achievement gap. One way to develop and increase collective teacher efficacy is by providing teachers opportunities to build upon their collective beliefs such as through professional learning. The purpose of the study was to identify professional learning designs that school instructional leaders can engage in with their teachers to build collective teacher efficacy, with the goal of closing the achievement gap in student achievement. Prior research has identified a gap in research between theory and practical application of professional learning designs. This study gives instructional leaders practical applications of practice in specific evidence-based designs for professional learning opportunities that promote collective teacher efficacy. This study utilized a qualitative design with an intrinsic case study approach to explore teachers' experiences with perceptions of the professional learning designs that have been effective in building collective teacher efficacy. The school under analysis was identified from previous research as having high collective teacher efficacy. Participants in this study were purposively selected because each participant had participated in the bounded system of the professional development environment within the school. The participants participated in direct observations and semi-structured interviews to gain a holistic understanding of participants' lived experiences and structures of their socially constructed learning experiences. The study found eight characteristics of high-quality, effective professional learning designs that were intentionally designed and were perceived to be effective in building collective teacher efficacy. Findings also indicate the significant roles of leadership in supporting high-quality, effective professional learning designs. The study highlights the significant role of the instructional leader in the facilitation and engagement of effective professional learning designs and the starring role the district played in providing structures that supported the development of collective teacher efficacy. The study filled the gap between theory and practical application by identifying specific evidence-based designs of professional learning designs that promote collective teacher efficacy. Each of these professional learning designs is aligned to the four sources of efficacy--mastery experiences, vicarious learning, social persuasion, and affective states--that have been identified through research to build collective efficacy. The study found a strong synergistic relationship between the district and site-level leadership roles and the characteristics of high-quality, evidence-based, effective professional learning designs. As each of these plays a mediating role, when combined, they manifested experiences of positive relationships and trust, individual efficacy, and positive mindsets. The interaction of these experiences produces a synergetic result--collective teacher efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]